1. WEEK 09
1.1. Vocabulary
1.1.1. • Collaboration: Refers to the way in which professionals interact with each other and with parents or family members as they work together to educate students with disabilities. Collaboration is based on parity.
1.1.2. • Parity: refers to the concept that, in collaboration, the contributions of all participants are equally valued
1.1.3. • Shared accountability- Implies that all participants have contributed to planning and implementing a strategy and fully accept the outcomes of those decisions, whether they are positive or a cause for concern.
1.1.4. • Autism spectrum disorder (ASD): Contemporary term used to speak collectively about autism o The most significant criteria for ASD are significant difficulties in the domains of Social interactions or communication Repetitive behavior and fixated or restricted interests.
1.2. Effective communication strategies
1.2.1. o 1. Want to listen: be an interested listener not a disinterested one
1.2.1.1. o 8. Get the main points: focus on the main ideas and try not to tell stories
1.2.2. o 2. Demonstrate listening behavior: be quiet, alert, sit straight, lean forward, eye contact, and look interested
1.2.2.1. o 9. React to ideas, not the person: Do not allow your feeling toward the person sway how you feel about their ideas
1.2.3. o 3. React positively: applause, nod, smile, and make comments
1.2.3.1. o 10. Do not argue mentally: when you are listening and arguing in your head it will set up barriers between the two of you.
1.2.4. o 4. Empathize with the other person: Try to see form their point of view
1.2.4.1. o 11. Use the difference in rate: We can listen faster than speaking so think back on the main ideas.
1.2.5. o 5. Ask questions: When you need clarification ask questions but od not do so to embarrass or criticize another person
1.2.6. o 6. Leave your emotions behind: Push away your fears, worries, or problems focus on the person speaking
1.2.7. o 7. Get rid of distractions: put down anything that might take away your attention
1.3. Environmental supports for autism
1.3.1. o Visual supports: visually resented information is very helpful to students with ASD o Assistive technologies: adapted eating utensils, talking calculators, pencil grips, voice output devices, audible word-scanning devices, and talking word processors with text. o Home base: Students can go to a quiet designated place when they are feeling anxious or upset to calm themselves.
1.4. Videos
1.4.1. - Autism o Comes in may different ways, students with autism are different and unique but are students who want to learn o It is important that we as teachers are always keeping the students best interest in mind.
2. week 10
2.1. Chapter 4
2.1.1. • Multi-disciplinary team: Team of teachers, specialists, administrators, and parents who assess a student’s individual needs, determine eligibility for special education, and develop the IEP.
2.1.1.1. • Co-teaching: Service delivery mode in which two educators, one typically a general education teacher and one a special education teacher or other specialist, combine their expertise to jointly teach a heterogeneous group of students, some of whom have disabilities or other special needs, in a single classroom for part or all of the school day.
2.1.1.1.1. • Describe each of the following types of co-teaching: o One teach, one observe: One teacher teaches the lesson while the other one records the students learning process and keeps a record. o Parallel teaching: One teacher teaches the group the lesson while the other teacher assists the students that are struggling. o Station teaching: co teaching approach where teachers divide content and students. Each teacher teaches the content to the group then repeats the instruction for the other group. o Alternative teaching: One teacher instructs most of the class and the other teacher teaches an alternate or modified version of the lesson to a smaller group of students. o One teach, one assist; One teacher teaches the group the lesson while the other teacher assist the one
2.2. Chapter 11
2.2.1. • Hearing impairment: someone who has some level of hearing loss, varies greatly
2.2.1.1. • Deafness: the condition of lacking the power of hearing or having impaired hearing
2.2.1.1.1. • Summarize inclusive practices for students with deafness and hearing loss o Seating them towards the front of the room o Speech to text services o Testing accommodations o Assistive learning devices o Minimize background noise when teaching o Speak facing the class, never towards the white board.
3. WEEK 11
3.1. Chapter 7
3.1.1. • Emotional behavior disorder (EBD)- Term preferred by professionals to describe emotional disabilities.
3.1.1.1. • Socially maladjusted- Term that describes students who intentionally act out or break rules. Students who are social maladjusted are excluded from the IDEA definition for emotional disturbance, a disability category.
3.1.1.1.1. • Internalizing behaviors- Behavior excesses displayed by students with emotional and behavior disorders in which actions are directed inward. (ex. Extreme shyness, hypochondria).
3.1.2. • Conduct disorders- The most common type of social maladjustment, described in the diagnostic and statistical manual of mental disorders, that includes aggression, destruction of property, lying or stealing, or serious rule violation (ex. Running away)
3.1.2.1. • Resilience- ability to recover and not experience long-term harm from episodes of stress or single negative experiences
3.1.2.1.1. • Externalizing behaviors- Behavior excesses displayed by students with emotional and behavior disorders in which actions are directed at others. (ex. Hitting, shouting.)
3.2. Video
3.2.1. - Create safe, predictable, and positive learning environments for all students regardless of need
3.2.1.1. o Provide support to students who need it
3.2.2. o Core features; Define: school wide expectations Teach and practice: prosocial behaviors Monitor and acknowledge: prosocial behaviors Provide instructional consequences: for unwanted behavior Make decisions: based on information collected
3.2.2.1. - Schools need to be inviting. Teachers should be welcoming. Create a safe environment free of bullying and bias to allow vulnerability. Build systems of support and discourage unwanted behaviors. Be positive.
4. Week 07
4.1. Vocab
4.1.1. Chapter 3
4.1.1.1. • Culture – complex system of underlying beliefs, attitudes, and actions that shapes thoughts and behaviors of a group of people, distinguishing them from other groups.
4.1.1.1.1. • Systemic bias- part of disproportionate representation can be attributed to systemic bias. Favoritism toward a particular group that occurs at multiple levels within a society or institution, making such favoritism an implicit part of it. This type of bias can occur in many ways within an educational system, as could be the case with Makenson.
4.1.1.2. • Socioeconomic status (SES) – Term often used to refer to an individuals educational and income levels, and it may define some microcultures.
4.1.1.2.1. • Differentiated instruction- focuses on designing and delivering effective learning experiences for students, regardless of their unique characteristics. It is intended to allow teachers to more effectively address he learning needs and preferences of individual students.
4.1.1.3. • Cultural dissonance- refers to a significant discrepancy between two or more cultural frames of reference. When this happens, academic and behavior problems can result.
4.1.1.3.1. • Low vision- (also called moderate to severe visual impairment) have some vision, but they have difficulty accomplishing typical visual tasks. Using compensatory strategies, technology, and environmental modifications, these individuals can enhance their ability to accomplish these tasks. Students with low vision may need to use large print for reading, strong magnifying devices, and other adaptations. Some students in this group also may learn to read braille and use tactile and auditory approaches to complete tasks. For example, they might learn to listen to books on tape to supplement print or braille reading.
4.1.1.4. • Disproportionate representation-Special education laws even existed, the percentage of students of color placed in special and gifted education varied significantly from the percentage of these students in the general population. This has received significant attention over the past two decades and the discussion of this issue is likely to continue for years to come.
4.1.1.4.1. • Blindness- (also called profound visual impairment) refers to having no vision or only light perception, or the ability to determine the presence or absence of light. Students who are blind complete most or all tasks primarily using touch and hearing. They learn to read and write in braille and use many day-to-day adaptive techniques (e.g., folding money in ways to denote various denominations). The terms functionally blind and educationally blind are used sometimes in schools to further describe these students.
4.1.1.5. • Self-fulfilling prophecy- the idea that students will do or become what is expected of them.
4.1.1.5.1. • Low-vision devices- Low vision devices can be categorized as optical vision aids, non-optical vision aids, electronic magnifiers and magnifying systems. These are specialized task-oriented devices designed to help people with either close-up tasks or distance viewing.
4.1.2. Process of referral
4.1.2.1. tier 1: Students need minimal interventions. Examples: extra tutoring or individual time during general education instruction.
4.1.2.2. tier 2: Do not respond to tier one interventions and need a little extra support to be successful.
4.1.2.3. tier 3: Students in this tier need more advanced and intensive services
4.1.2.3.1. If a student does not respond well to level 3 then they are referred to a special education
5. WEEK 08
5.1. Chapter 3
5.1.1. The five phases in asking parents to identify goals
5.1.1.1. 1. Intake and assessment: During this phase, interactions occur between family members and educators to determine the needs of each participant regarding the educational relationship.
5.1.1.2. 2. Selection of goals: During this phase, specific goals of the collaborative relationship are jointly developed on an individual family basis.
5.1.1.3. 3. Planning and implementing activates: This phase involves implementing the activities designed to accomplish the goals outlined in the previous phase.
5.1.1.4. 4. Evaluation of activities: This phase includes input from families as well as educators.
5.1.1.5. 5. Review: This phase allows for a review of the process as well as the product of the collaborative relationship.
5.1.2. Strategies for clarification
5.1.2.1. 1. Create a simple brochure, translated into all language of the school community, and provie it to parents prior to a meeting.
5.1.2.1.1. 3. Have someone at meetings be a "Jargon monitor" charged with carefully listening and watching aren't reactions to check their understanding.
5.1.2.2. 2. Contact the parents to ask if their are questions.
5.1.2.2.1. 4. Make a list of the most common terms used, and prepare straightforward definition of them; provide parents with this information.
5.1.3. Confusion for parents
5.1.3.1. Knowledge of the required process
5.1.3.2. Interaction with professionals
5.1.3.3. Understanding of vocabulary
5.1.3.4. Meeting content and protocol
5.2. Chapter 9
5.2.1. Speech and language impairment: A communication disorder such as stuttering, impair articulation, language impairment, or a voice impairment that adversely affects a child's performance
5.2.2. Augmentative and alternative communication (AAC) : Strategies for compensation for an individuals communication limitations or disabilities.
5.2.3. Speech disorder: Problem with articulation, voice, or fluency.
6. Week 12
6.1. Chapter 13
6.1.1. • Orthopedic impairment- refers to a child whose severe orthopedic impairments adversely affect their educational performance to the degree that the child requires special education.
6.1.2. • Cerebral palsy- a group of disorders that affect a person’s ability to move and maintain balance and posture. CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles.
6.1.2.1. • What are some effects of traumatic brain injury? – mild traumatic brain injury may affect you brain cells temporarily. More serious traumatic brain injury can result in bruising, torn tissues, bleeding and other physical damage to the brain. These injuries can result in long term complications.
6.1.3. • Spina bifida- a condition that affects the spine and is usually apparent at birth. It is a type of neural tube defect. Spina bifida can happen anywhere along the spine if the neural tube does not close all the way.
6.1.4. • Traumatic brain injury- a sudden injury that causes damage to the brain. It may happen when there is a blow, bump, or holt to the head.
6.1.4.1. • Other health impairments- A chronic or acute health problem that causes the physiological capacity to function to be significantly limited or impaired. It can result one or more of the following: limited strength, virality or alertness including a heightened alertness to environmental stimuli resulting in limited alertness with respect to the educational environment. The term shall include health impairments due to asthma, attention deficit disorder or adhd, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, thematic fever, sickle cell anemia, and Tourette’s, if such health impairment adversely affects a students educational performance.
6.1.5. • Closed head vs. open head injury- an open head injury occurs when something penetrates or fractures the skull, while a closed head injury describes injuries that do not penetrate the skull. It is crucial to understand that any head injury, whether open or not, can be incredibly dangerous.